05835nam 2200589 450 991054818180332120231110222306.09783030869632(electronic bk.)9783030869625(MiAaPQ)EBC6897029(Au-PeEL)EBL6897029(CKB)21325693500041(EXLCZ)992132569350004120221006d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierEnglish and students with limited or interrupted formal education global perspectives on teacher preparation and classroom practices /Luis Javier Pentón Herrera, editorCham, Switzerland :Springer,[2022]©20221 online resource (359 pages)Educational Linguistics ;v.54Print version: Pentón Herrera, Luis Javier English and Students with Limited or Interrupted Formal Education Cham : Springer International Publishing AG,c2022 9783030869625 Includes bibliographical references.Introduction: Students with limited or interrupted formal education in K-12 and adult education -- Part I: Setting the foundation: how we want to frame our conversations about students with limited or interrupted formal education -- Advancing the conversation: humanizing and problematizing the conversation about the students we call SLIFE -- Part II: Overview of students with limited or interrupted formal education -- Students with limited or interrupted formal education in primary and secondary classrooms in the U.S., Australia, Canada, and the UK -- Adult English learners with limited or interrupted formal education in diverse learning settings -- Why, how, and where to advocate for English learners with limited or interrupted formal education -- Fear not the trauma story: a trauma-informed perspective to supporting war-affected refugees in schools and classrooms -- Part III: Pre- and in-service teacher preparation -- Preparing pre-service and in-services teachers to work with students with limited or interrupted formal education -- Making space for students with limited or interrupted formal education in teacher education -- Transforming ESL pedagogies: a teacher's journey from subject-centered to student-centered pedagogy when teaching print literacy to SLIFE -- Best practices in meeting the literacy and postsecondary needs of adolescent students with limited or interrupted formal education -- Part IV: Effective support for students with limited or interrupted formal education in K-12 learning environments -- Fostering the resilience and cultural wealth of students with limited or interrupted formal education -- Supporting queer SLIFE youth: initial queer considerations -- Supporting elementary-age ELs with limited or interrupted formal education: literacy events for families using wordless books -- The promise of problem-based service-learning and SLIFE: building a future in the middle school, high school, and GED classrooms today -- Part V: Effective support for students with limited or interrupted formal education in adult learning environments -- Our book: creating a scroll-based curriculum to serve adult SLIFE -- The case for explicit instruction for adult SLIFE -- Toward participatory digital visual methods (PDVMs) to support LESLLA learners: theoretical and practical considerations for practitioner-researchers -- Why and how grammar matters for post-puberty immigrants with limited formal schooling -- "We should learn English to solve our problems": strategies to support adult ESL learners with emergent literacy.This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments. This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students. The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.Educational LinguisticsVolume 54.Adult educationEnglish languageStudy and teachingForeign speakersInclusive educationEducació d'adultsthubAnglèsthubEnsenyament de llengües estrangeresthubEducació inclusivathubLlibres electrònicsthubAdult education.English languageStudy and teachingForeign speakers.Inclusive education.Educació d'adultsAnglèsEnsenyament de llengües estrangeresEducació inclusiva428.0071Pentón Herrera Luis JavierMiAaPQMiAaPQMiAaPQ9910548181803321English and Students with Limited or Interrupted Formal Education2787462UNINA